An Action Research on Developing a Supporting Model for Regular Education Teachers Who Receives Supports from Special Education Teachers

• Main Author: 李惠藺
• Other Authors: 楊宗仁
• Format: Others
• Language: zh-TW
• Published: 2001
• Online Access: http://ndltd.ncl.edu.tw/handle/11855689415171376401

碩士 === 國立台北師範學院 === 特殊教育學系碩士班 === 89 === The purpose of this research was to develop a supporting model for regular kindergarten teachers from kindergarten special teachers by studying how a kindergarten special education teacher supporting four regular classroom teachers. This research adopted action research approach. Participants included four regular kindergarten teachers working in The Experimental Elementary School affiliated to Taipei Municipal Teachers College and the researcher was a kindergarten special education teacher who provided supports to the regular teachers. This research was divided into two stages for developing a supporting model: The constructing stage during the first semester of 2000 school year; and the consolidating stage from February through April of the second semester of 2000 school year. Finally, the supporting model was evaluated by the collected data including interviewing and surveying related people, research journals, and meeting records. The reliability and validity of the data were tested by triangulation method. Based on the research findings, the conclusions were made as follows: 1. Regarding to the process of constructing the supporting model: v It requires many supporting actions to the regular teachers before the completion of developing a supporting model. v When constructing a supporting model, the researcher should take goals and components of supporting and factors affecting supporting actions into considerations. v Conduct needs evaluation of regular teachers educating children with disabilities before take supporting actions. v It is necessary to communicate with regular teachers fully for providing supporting. 2. Regarding to the components of the supporting model: v The time and ways supporting regular teachers should be varied based on what to support. v It is necessary to set up fixed time slots and more time to provide supports. v For successfully supporting regular teachers, the researcher should pay attention to the factors affecting the supporting provided. 3. Regarding to the effects of the supporting provided: v The supporting provided does help regular teachers educating their students with special needs. v The regular teachers are satisfied with the supporting provided. v The supporting provided has positive effects on the regular teachers psychologically. v The supporting provided cannot solve all problems regular teachers encountered. 4. Regarding to the regular teachers’ comments on the supporting provided: v They are glad to collaborate with special education teachers. v Their professional knowledge is promoted during and after the supporting provided. v Supports provided strengthen the current inclusion education. v They are grateful for being psychologically supported by special education teachers and their stress are relieved. v Manpower was still insufficient. 5. Regarding to the impact on the researcher: v The supporting actions promote the researcher’s professional knowledge. v The researcher’s conceptualization and experiences of inclusion education are improved. v The researcher’s understanding of the problems encountered by the regular teachers is deepened. v Help the researcher to rethink her role in providing supports to the regular teachers. v The regular teachers do appreciate the researcher’s contribution and the friendship is established between the researcher and the regular teachers. Based on the researcher findings, some suggestions are provided.